Educational evaluation: the development and maintenance of a caring disposition in the BU Nursing Curriculum
A new undergraduate adult nursing curriculum was introduced in 2013. Responding to the demand for compassionate as well as technically competent nurses, the curriculum had a clear underpinning philosophy based on the Humanisation developed by Todres and Galvin (2012). A research study was constructed to explore the beliefs and values of caring, held by student nurses from entry to completion of their education programme.
A qualitative longitudinal approach was used with two small cohorts of nursing students (February 2013 and 2014). The study concluded in Feb 2017 and ethical approval from Bournemouth University was granted. Data was analysed using thematic analysis. Four themes emerged:
Articulating the terms caring and dignity
Recognising the need for individualisation
Learning nursing
Personal journey.
Both cohorts acknowledged the influence of the humanising curriculum on the way they perceived care as they journeyed through the programme, moving from notions of caring for with a focus on skills to caring about with a focus on compassionate human connections both with clients and colleagues.
